Assessment

The assessment will help us to develop a profile of technological knowledge and to obtain an Individual Technology Plan (PIT) for professional development and to reinforce your technological skills.

Individual Technopedagogical Plan (PIT)

The Individual Technopedagogical Plan (PIT) is a specific educational strategy that takes into consideration the strengths and areas for improvement of the teacher to bring effective teaching-learning to the student and even improve their productivity with the use of new technologies.

Micro Credentials

Micro-credentials are digital certifications that evidence the mastery of specific skills, achievements or knowledge acquired, through an evidence evaluation system.

What is DE-INNOVA?


DE-Innova is an initiative whose purpose is to provide a Comprehensive Professional Development Program using technology as an educational integration tool. The program has several valuable components and has been divided into 4 phases.

Global Education Exchange Opportunities, Inc. (GEEO) in partnership with the University of South Florida and Digital Promise will support you with the following:

  • Technology Use and Perception Assessment (TUPS)
  • Individual Technopedagogical Plan (PIT)
  • Competitive badges "Badges Digitales"

Access the Data Portal where you can find the following:

  1. Professional development, micro-credentials, courses and other resources of interest.

  2. Geographic representation of the aggregate data of the Puerto Rico Education System.

  3. Assessment: Technology Use and Perceptions Questionnaire (TUPS)

  4. Diversity of alternatives to facilitate the interpretation of the data.

The assessment will help us to develop a profile of technological knowledge and to obtain an Individual Technology Plan (PIT) for professional development and to reinforce your technological skills. The instrument used is called the Use and Perception of Technology (TUPS). The TUPS was designed by a group of researchers and educators from the University of South Florida Center for Instructional Technology and has been validated with a sample of teachers and education system specialists for our population. The results of TUPS will help us gain a better understanding of how teachers use technology in their teaching, their level of experience with technology, how comfortable they feel, and what their attitudes are toward teaching with technology. In this way, the decision-making process, whether by the teacher, the school, or the central level, can contribute to the professional development of the entire school community to ensure better teaching that is responsive to the needs of the teacher and our students.

Assessment for New and Transient Teachers

Assessment for Counsellors and Social Workers


Individual Technopedagogical Plan

What is the Individual Technopedagogical Plan?

The Individual Technopedagogical Plan (PIT) is a specific educational strategy that takes into consideration the strengths and areas for improvement of the teacher to bring effective teaching-learning to the student and even improve their productivity with the use of new technologies. It is a guide that helps you establish a learning path to improve your performance in the use and integration of technology. Likewise, it provides you with alternatives to strengthen your competencies, through the use of credentials by competencies(digital badges) and domains related to the use and integration of technology.
The PIT presents the results using the Technology Integration Matrix (TIM) as the main reference. TIM is an assessment tool focused on educational practice within the classroom. The diagnostics generated by this matrix will help to accurately identify the level of technology use and integration in the classroom in a way that will lead to a meaningful educational environment. The PIT will accompany you during your journey, and guide your decisions to support you during the process of professional development.

Levels of Technological Integration

The following is a brief description of each level of technological integration. This will help you to identify the educational scenario that predominates in your pedagogical practice according to your results. Below is a brief description of the levels so that you can understand the differences between them.

An introductory level is one in which a class can be observed where technology is used as part of the teaching process and the teacher makes decisions about the type of technology he or she will use to integrate it. Sometimes or always, the educator may be the only one actively using technology.

An adoption level refers to a scenario where the educator guides his or her students in the conventional and procedural use of technological tools. On this occasion, the educator gives some involvement to the student, although he or she controls the type of technology and how it is used.

An adaptive level is where a learning facilitator promotes independent use of technological tools by students. Even at this level the educator maintains decision-making about when to use the technological tools and which tools to use.

At the infusion level, a collaborative learning environment is fostered and students' decisions are supported. In this scenario the student begins to have a greater involvement in the use and integration of technology to take ownership of their learning. Therefore, the educator provides the learning content and students choose the technology tools.

At the level of transformation, we see a scenario where the educator serves as a guide, mentor and model in the use of technology. It encourages the innovative use of technological tools in higher level learning activities that support connections to students' lives and the world.


Resources available

Interpretation of Section 2
MY RESULTS

Interpretation of Section 4 and 5
RESULTS AT THE ISLAND LEVEL AND BY REGION

Interpretation of Section 3
RECOMMENDATIONS

Interpretation of Section 6
NEXT STEPS


COMPETENCY-BASED CREDENTIALS

What are micro-credentials?

Digital Badges are digital certifications that evidence the mastery of specific skills, achievements or knowledge acquired, through a system of evidence evaluation.

What are the micro-credentials for?

CMs are for educators to demonstrate their competence in a particular area, this time related to the use and integration of technology. In addition, they have the opportunity to continue their professional development by completing up to 22 micro-credentials available exclusively to PRDE educators.

DOWNLOAD THE GUIDE

DOWNLOAD THE GUIDE

It starts today!

  • Select a micro-credit from the list below.
  • Please submit your reflections, as required for each micro-credit. Submissions will be reviewed and approved within 4 weeks.
  • Share your micro-credit badges with your peers and the professional network.
  • Request micro-credentials in any order.

Some micro-credentials will require evidence of student work, some will not and some are for developing coaches.

It requires evidence of work with students.

It does not require evidence of work with students.

TechnologyCoaching

Micro Credentials for the Introductory Level:

Description: The educator reflects on how technology supports his or her own professional learning by creating a professional learning plan.

Using technology as a professional learning tool

Description: The educator reflects on how technology supports his or her own professional learning by creating a professional learning plan.

Why use technology in the classroom?

Description: The educator is able to infer how technology supports education and adds value to learning, either through experience or as a result of research

Micro Credentials for the Adoption/Adaptation Level

Behavior management in a digital classroom

Description: The educator creates a behavior management plan that includes clear rules, expectations, and interventions for students regarding the use of technology.

Creating digital citizens

Description: The educator plans and implements short classes to model and teach the safe, legal and ethical use of digital information and technology.

Handling of digital media

Description: The educator creates a tool or system to search, evaluate and manage digital resources.

Introduction of digital literacy tools

Description: The educator plans and implements classes and/or activities to help students develop essential digital literacy skills, including connecting with resources, people, and solutions.

Technology management: planning for success

Description: The educator develops a set of strategies and decides when and how to use each one of them to get the students' attention.

Designing purposeful physical environments

Description: The educator organizes furniture and spaces so that students can easily move from working in collaborative groups to receiving direct instruction or working individually using technological tools.

Transformative Collaboration

Description: The educator helps develop a plan of action regarding the educational approach and problem solving in his school.

Empowering parents through technology

Description: The educator creates a plan for communication and parent/guardian outreach using a one-way or two-way technology tool and determines the effectiveness of its implementation through an anonymous online survey.

Micro Credentials for the Infusion/Transformation Level

Technology-rich classroom management

Description: The digital learning coach models effective classroom management and collaborative learning strategies that foster technology-rich learning environments.

Participation in continuous learning about technology coaching

Description: The e-learning coach participates in continuous learning opportunities that help build the professional knowledge, skills and dispositions necessary to perform his or her role.

Promoting digital citizenship

Description: The Digital Learning Coach promotes equitable access to technology and facilitates ethical and safe computing and global communication.

Provide technological tools and resources

Description: The digital learning coach evaluates, offers and recommends digital tools and resources that improve teaching and learning.

Reflection on practice

Description: The digital learning coach regularly uses protocols to reflect on practice.

Technology for evaluation I

Description: The Digital Learning Coach supports teachers in implementing assessment technologies in their classrooms through modeling, co-planning and/or co-teaching techniques.

Technology for evaluation II

Description: The Digital Learning Coach facilitates data conversations with teachers who analyze student learning from a technology assessment and identify next educational steps.

Technology for differentiated education

Description: The Digital Learning Coach supports teachers in differentiating education by selecting and implementing appropriate technology tools that are aligned with the curriculum and learning goals to meet the diverse needs of all students.

Visionary leadership for the use of technology

Description: The Digital Learning Coach works in collaboration with other leaders to visualize and plan school change initiatives for technology that focus on teacher and student outcomes .

Technology-enabled professional learning

Description: The Digital Learning Coach designs and implements technology-rich professional learning in the effective use of technology for your school or district.

Technology for rigorous, relevant and engaging learning I

Description: The digital learning coach co-plans, models or co-teaches, and analyzes technology-enabled strategies with a teacher.

Technology for rigorous, relevant and engaging learning II

Description: The digital learning coach observes and provides feedback to a teacher while making technological changes in teaching practice.

PRESENTATIONS

OF THE MICRO-CREDENTIALING GUIDELINES

KEYS TO SUCCESS

What are the keys for?

Keys to success are for you to achieve your digital badge goals. If you don't have the competence yet, you can acquire it and if you have the competence, you can successfully submit the evidence. These keys address the delivery requirements by making it easier to collect evidence of micro-credentials.

Remember!

Micro-credentials serve two purposes:

  1. Developing a competence
  2. Evidence of a competence that the participant already possesses

Technology Implementation Path

Technology Implementation Path

The Technology Implementation Pathway guides schools and educators through the activities necessary for successful implementation of digital transformation. Developed through the experiences of dozens of school districts, the roadmap addresses the three essential phases of the journey.

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